SEND

Whole School Approach:High quality first teaching and additional interventions are defined through our annual dialogue across the school contributing to our provision management approach. These documents help us to regularly review and record what we offer EVERY child or young person in our care and what we offer additionally. These discussions also serve to embed our high expectations among staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning. We make it a point to discuss aspirations with ALL our learners.

Underpinning ALL our provision in school is the graduated approach cycle of:

All teachers are responsible for every child in their care, including those with special educational needs. (Please see our school’s Teaching and Learning Policy on our ‘Policies’ tab on our school’s website for further guidance).

Assess: Class teachers, teaching assistants and parents will regularly assess children’s learning and developmentPlan: Class teachers, teaching assistants and parents plan the child’s next steps in learningDo: Class teachers, teaching assistants and parents will support children in achieving their learning targetsReview: Class teachers, teaching assistants and parents will review a child’s progress against the targets setHaving consulted with children, young people and their parents, all our additional provision (internal or external) is based on an agreed outcomes approach.

SEN Needs:Children and young people’s SEN are generally thought of in the following four broad areas of need and support:• Communication and interaction• Cognition and learning• Social, emotional and mental health• Sensory and/or physical needs

As of October 2016 we have 46 children receiving some form of SEN Support.We have internal processes for monitoring quality of provision and assessment of need. These include termly levelling of all children in the core subjects, tracking and analysis of data by the SLT and weekly SENCO meetings to review the provision of SEN pupils.

Consulting with children, young people and their parentsInvolving parents and learners in the dialogue is central to our approach and we do this through:

Action/Event

Who’s involved

Frequency

Parents consultation meetings

Class teachers and/or teaching assistants

3 times per year (November, March, July)

Home/school books

Parents/teachers/TAs

Daily

Morning work with parents(for parents who are not able to attend morning work, teachers will phone parents to discuss any concerns)

Parents/teachers/TAs

Daily

Staff developmentWe are committed to developing the ongoing expertise of our staff. We have current expertise in our school:

Considerable thought, planning and preparation goes into utilising our support staff to ensure children achieve the best outcomes, gain independence and are prepared for adulthood from the earliest possible age.Some of our teaching assistants support the whole class and give targeted intervention to groups of pupils, some teaching assistants support individual SEN pupils.

FinanceOur notional SEN Budget this year was £126,0000 and the breakdown of that income is as follows:

In addition to this we have a Service Level Agreement with the Local Authority for our Specialist nursery=28 unit @£7,350 per unit.

A full list of our external partners who we work with can be found in our contribution to the Local Offer. Extending our school approach, we commission using an outcomes-based approach. This enables us to hold our partners and ourselves to account.

We believe this has benefited our children/young people and their families in the following ways introducing families to out of school support services ie behaviour support, school health, multi agency teams, children’s centre and speech and language support.

School Partnerships and TransitionsOur academic assessment for children with special educational needs is moderated through our cluster of schools and neighbouring partners.This year, we worked with our feeder partners to welcome 8 children with special educational needs or disabilities and we supported 4 children’s transition to the next phase in education.

Our approach involved:• going out on home visits to meet the families of pupils• meeting with the SEN pre school service• meeting with physiotherapists, speech and language therapists, occupational therapists and visual and hearing impaired support teachers• liaising with other educational settings when a child has transferred from one setting to another• taking children on transition visits to their new settings and liaising with staff at these settings

Challenges this yearGaining funding and advice for SEN support pupils.

Further developmentOur strategic plans for developing and enhancing SEN provision in our school next year include ...• Updating staff and parents on the SEND framework, particularly new funding sources.• Supporting children who’s needs were unknown to us on entry. We intend to address this through home visits and liaising with other agencies.• Continuing to monitor the impact of interventions.

In preparing this report we have included staff, parents and children and young people through sharing information and receiving feedback.